Technology-based instructional designs are rapidly becoming the most prominent designs for classroom learning. This investigation reviews the construction of an instrument developed to measure the beliefs held by preservice teachers with respect to various forms of instructional media. The 72-item survey, examining six types of instructional media, was administered to 85 preservice teachers at a major northeastern university. Factor analysis supported two strong constructs, Technological Beliefs and Traditional Beliefs, explaining 99% of the variance in scores. Whole and subscale reliabilities are also reported.
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